This whole semester I have written in many different genres when working on my project about the Performance Enhancing Drugs issue in Professional Sports. While working with these genres, I was certain to make sure that I had goals that I would like to meet. So far, I feel like each goal has been met and I will provide a description of how it was done.
Students will be able to compose for particular audiences and purposes
When someone writes they should think about who they are writing for. A known audience will help a writer by making sure that not only is their work factual, but also interesting so the audience can be engaged and interested. I chose to focus on my cover page to show how I met this goal. The audience of my project could be sports fans, coaches, athletes, alumni or anyone really. To address my audience I made a cover page with the ESPN title, and then where I showed what was included in the magazine it said "Attention Sports Fans: Take a look with Scott Bailey on one of pro sports most talked about topics: Performance Enhancing Drugs" I had done that so it would attract the audience and that they would know what the whole magazine is about. I had also put pictures on the cover page to give a visual look on the image to show it was a sport related topic. I organized my work as if it was a legitimate magazine that you would get at a certain place or event. On link below, look at first page.
Students will be able to compose using language and conventions appropriate to the genre
The tool that I used when I focused on the language and conventions of my genre is the Characteristics and Criteria charts. On these charts I thought about what was addressed and what I can include to make it better. When I worked on my Obituary, I had kept in mind that at each entry would need to have a short description with it. I did not want it to be too long and boring, so I kept in mind to make the information interesting, easy to understand and summarized well. Doing this made me learn that you should always think about how you can make your work better and improve it. To view the obituary, click link below and go to page 9
Students will be able to read, select and use evidence critically to formulate and support arguments
Going in to this project I had some previous knowledge about this issue. I had written a paper on it in middle school, but as I did more research and really thought about the topic I had learned a lot. A day in class that stands out to me was when we were in the library filling out our FAQ sheets. I selected many articles that showed reasons why it should be banned, why it shouldn’t be banned and also many articles that provided information that was more history based. The columns on the FAQ sheets made it easy to break down the information. What I really liked about the FAQ sheets was that you had a lot of information to look at and it allowed me to think about how I would want to address it in my project.
Students will be able to interpret and compose in a variety of media and print/non-print genres
When working on my project I had kept in mind to try and make my work look presentable or real. When I was writing my brochure, I chose to make sure the alignment looked good, I didn’t repeat myself a lot and that the contrast of my work was correct. That being said, The C.R.A.P methods really helped me. Also, when I was working with my magazine I kept in mind to think about the C.R.A.P methods. When I was doing my magazine I made sure the headings of each page all were the same size, font, and color. I made sure all the pictures and text boxes were aligned correctly. To view this course goal, click the link below and scroll through and look at each page.
Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
Throughout the semester we had many peer review sessions. Peer review sessions allowed us to get feedback from our classmates. It gave us the opportunity to get someone else’s opinion on our writing, they could also help us to think about how we can improve and can also double check our spelling or grammatical errors. Each peer review session left me to touch up my work and make sure it was as good as possible. Along with our peer review sessions, Dr. Sherry also took his time to look over our work and give a more engaged and educated review. He left us with comments on our word choices, our spelling, what else to include, etc. One thing that Dr. Sherry really nailed in to my head is the 3 INs.
This whole semester I have written in many different genres when working on my project about the Performance Enhancing Drugs issue in Professional Sports. While working with these genres, I was certain to make sure that I had goals that I would like to meet. So far, I feel like each goal has been met and I will provide a description of how it was done.
Students will be able to compose for particular audiences and purposes
When someone writes they should think about who they are writing for. A known audience will help a writer by making sure that not only is their work factual, but also interesting so the audience can be engaged and interested. I chose to focus on my cover page to show how I met this goal. The audience of my project could be sports fans, coaches, athletes, alumni or anyone really. To address my audience I made a cover page with the ESPN title, and then where I showed what was included in the magazine it said "Attention Sports Fans: Take a look with Scott Bailey on one of pro sports most talked about topics: Performance Enhancing Drugs" I had done that so it would attract the audience and that they would know what the whole magazine is about. I had also put pictures on the cover page to give a visual look on the image to show it was a sport related topic. I organized my work as if it was a legitimate magazine that you would get at a certain place or event. On link below, look at first page.
Students will be able to compose using language and conventions appropriate to the genre
The tool that I used when I focused on the language and conventions of my genre is the Characteristics and Criteria charts. On these charts I thought about what was addressed and what I can include to make it better. When I worked on my Obituary, I had kept in mind that at each entry would need to have a short description with it. I did not want it to be too long and boring, so I kept in mind to make the information interesting, easy to understand and summarized well. Doing this made me learn that you should always think about how you can make your work better and improve it. To view the obituary, click link below and go to page 9
Students will be able to read, select and use evidence critically to formulate and support arguments
Going in to this project I had some previous knowledge about this issue. I had written a paper on it in middle school, but as I did more research and really thought about the topic I had learned a lot. A day in class that stands out to me was when we were in the library filling out our FAQ sheets. I selected many articles that showed reasons why it should be banned, why it shouldn’t be banned and also many articles that provided information that was more history based. The columns on the FAQ sheets made it easy to break down the information. What I really liked about the FAQ sheets was that you had a lot of information to look at and it allowed me to think about how I would want to address it in my project.
Students will be able to interpret and compose in a variety of media and print/non-print genres
When working on my project I had kept in mind to try and make my work look presentable or real. When I was writing my brochure, I chose to make sure the alignment looked good, I didn’t repeat myself a lot and that the contrast of my work was correct. That being said, The C.R.A.P methods really helped me. Also, when I was working with my magazine I kept in mind to think about the C.R.A.P methods. When I was doing my magazine I made sure the headings of each page all were the same size, font, and color. I made sure all the pictures and text boxes were aligned correctly. To view this course goal, click the link below and scroll through and look at each page.
Students will be able to discuss and apply appropriate writing processes both individually and in collaborative contexts.
Throughout the semester we had many peer review sessions. Peer review sessions allowed us to get feedback from our classmates. It gave us the opportunity to get someone else’s opinion on our writing, they could also help us to think about how we can improve and can also double check our spelling or grammatical errors. Each peer review session left me to touch up my work and make sure it was as good as possible. Along with our peer review sessions, Dr. Sherry also took his time to look over our work and give a more engaged and educated review. He left us with comments on our word choices, our spelling, what else to include, etc. One thing that Dr. Sherry really nailed in to my head is the 3 INs.